Title: Personal Change and Choice Writing (***continued from previous day) Grade Level: 6th grade Subject Area: English Language Arts Concept: Personal change and choice, narrative structure, peer editing Time: 50 minutes
Preparing to Teach
A. Goals
CC.6.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
CC.6.W.5 Production and Distribution of Writing: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1–3up to and including grade 6 on page53.)
B. Objectives
Students will use the mini-lesson on peer editing to help revise a peer's narrative.
C. Materials
Instructional Sequences A. Focusing Activity- As students enter the classroom, they will see an excerpt from a personal narrative that is full of errors, poor sentence structure, etc. on the SmartBoard and on a paper copy on their desk. They will be given five minutes to find and correct as many of the mistakes as possible. After the five minutes is up, we will go through the paragraph as a class and identify all the mistakes and errors that could be corrected. This activity will get the students thinking about editing and revising while also incorporating an excerpt from a personal narrative, the overall theme of the lessons. B. Purpose-This lesson will teach students the basics of editing and revising. This will serve to help them peer edit their classmates' first drafts of narratives in today's activities and give them tools to revise their own writing in the future. C. Instruction-I will ask students, “what is revision?” I will wait for responses from several students. I will then define revision for them. I will then explain different types of errors using a PowerPoint. We will discuss punctuation, grammatical, sentence structure, and content errors. For each type of error, there will be several PowerPoint slides that explain the most common mistakes in this category and the best way to fix them. There will also be examples of these types of mistakes that students will come up and correct so that I can check for understanding. The PowerPoint will also include a few slides on editor's marks. This will teach students a shorthand method for correcting errors. D. Modeling-I will model how to correct errors in the focusing activity when we go over them as a class, as I will do them on the board while the students follow along on their own copies. I will also model this on the SmartBoard before students are asked to come up and correct errors during the PowerPoint mini-lesson.
E. Check for Understanding- I will check for understanding by calling on students during the focusing activity to have them give examples of corrections to be made and by collecting the practice sheets from the focusing activity and looking at what patterns are occurring (where students typically understood and where there were patterns of difficulty). I will also check for understanding by having students come up to the SmartBoard during the mini-lesson to correct the mistakes on the example sentences.
F. Guided Practice-I will give students a worksheet that has guidelines for peer review on one side and a rubric for assessing on the back. Once they have the sheets, I will give instructions for trading papers and go through the guidelines and the rubric with the whole class. I will then instruct the students to trade their papers according to instructions and begin to review their peer's narrative based on the provided rubric. Students should work quietly on their own to complete the review, check grammar, and list any comments or questions they have about the narrative.
G. Independent Practice-Once all students have completed their peer reviews, they will return the papers and the rubric to the original owners. I will give students a few minutes to look over the rubrics and the comments their reviewer gave them. I will then explain that they should now use the peer review as a base to begin the revision process of their paper, emphasizing that sentence structure and content changes are suggestions, and do not have to be followed, but are worth considering. We will then go to the computer lab for students to begin revising and typing.
Conclusion-I will remind students of the due date of their final, typed narratives and offer them times during school and before and after to come and work on these at the school. I will then use questioning strategies to recap the lesson. I will ask questions like “What is the importance of revision?” and “How might you correct this sentence:_?” I will repeat the due date for the final draft of the narrative and then dismiss the class.
Grade Level: 6th grade
Subject Area: English Language Arts
Concept: Personal change and choice, narrative structure, peer editing
Time: 50 minutes
- CC.6.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
- CC.6.W.5 Production and Distribution of Writing: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1–3up to and including grade 6 on page53.)
B. Objectives- Students will use the mini-lesson on peer editing to help revise a peer's narrative.
C. MaterialsA. Focusing Activity- As students enter the classroom, they will see an excerpt from a personal narrative that is full of errors, poor sentence structure, etc. on the SmartBoard and on a paper copy on their desk. They will be given five minutes to find and correct as many of the mistakes as possible. After the five minutes is up, we will go through the paragraph as a class and identify all the mistakes and errors that could be corrected. This activity will get the students thinking about editing and revising while also incorporating an excerpt from a personal narrative, the overall theme of the lessons.
B. Purpose-This lesson will teach students the basics of editing and revising. This will serve to help them peer edit their classmates' first drafts of narratives in today's activities and give them tools to revise their own writing in the future.
C. Instruction-I will ask students, “what is revision?” I will wait for responses from several students. I will then define revision for them. I will then explain different types of errors using a PowerPoint. We will discuss punctuation, grammatical, sentence structure, and content errors. For each type of error, there will be several PowerPoint slides that explain the most common mistakes in this category and the best way to fix them. There will also be examples of these types of mistakes that students will come up and correct so that I can check for understanding. The PowerPoint will also include a few slides on editor's marks. This will teach students a shorthand method for correcting errors.
D. Modeling-I will model how to correct errors in the focusing activity when we go over them as a class, as I will do them on the board while the students follow along on their own copies. I will also model this on the SmartBoard before students are asked to come up and correct errors during the PowerPoint mini-lesson.
E. Check for Understanding- I will check for understanding by calling on students during the focusing activity to have them give examples of corrections to be made and by collecting the practice sheets from the focusing activity and looking at what patterns are occurring (where students typically understood and where there were patterns of difficulty). I will also check for understanding by having students come up to the SmartBoard during the mini-lesson to correct the mistakes on the example sentences.
F. Guided Practice-I will give students a worksheet that has guidelines for peer review on one side and a rubric for assessing on the back. Once they have the sheets, I will give instructions for trading papers and go through the guidelines and the rubric with the whole class. I will then instruct the students to trade their papers according to instructions and begin to review their peer's narrative based on the provided rubric. Students should work quietly on their own to complete the review, check grammar, and list any comments or questions they have about the narrative.
G. Independent Practice-Once all students have completed their peer reviews, they will return the papers and the rubric to the original owners. I will give students a few minutes to look over the rubrics and the comments their reviewer gave them. I will then explain that they should now use the peer review as a base to begin the revision process of their paper, emphasizing that sentence structure and content changes are suggestions, and do not have to be followed, but are worth considering. We will then go to the computer lab for students to begin revising and typing.